Mathematics Policy

Aims

Brompton Hall School is committed to raising the standards of mathematical achievement for all of its learners, so that they develop the ability to learn and use numeracy skills effectively in all areas of the curriculum and the skills necessary to cope confidently with the demands of further education, employment and adult life.

In order to achieve this, we are principally concerned with ensuring that all learners access appropriate subject matter, making steady and continuous progress. The vast majority of learners will ultimately attain varying levels of success with GCSE examination; others will complete an Entry Level qualification, whilst others will make appropriate progress for their level. During routine teaching every opportunity is taken to boost academic self-esteem and personal expectation.

Teaching and Learning

Lessons across Key Stage 2, 3 and 4 typically consist of a starter activity, main activity and plenary. Lesson content is planned and differentiated according to the groups and individual student’s ability. Lessons may involve whole group, paired or independent activities enabling learners to develop their skills in situations where they may be required to work independently or collaboratively. A teacher and teaching assistant will plan and deliver sequences of lessons to engage and support learners in their learning across the broad Mathematics curriculum.

Through careful marking and monitoring student’s learning will develop and they will become increasingly confident and independent in using and applying the appropriate mental and written methods to find solutions to questions and problems.

Within each lesson appropriate practical resources are used to enhance learners learning, particularly for those who benefit from a more visual / kinesthetic style of learning.

The use of ICT is integrated across all mathematics lessons. The use of interactive whiteboards enhances the quality and opportunities for learning in whole group teaching e.g. to work though examples and teaching points and for games in the starter and plenary activities. All learners will be given access to appropriate software packages, enabling learners to access specifically set work as well as reinforcing basic number concepts & skills though a range of fun activities at home, in class or on the units.

Staff training takes place on a variety of arithmetical techniques used by learners in Key Stages 1, 2, 3 and 4, throughout the academic year. There is an acceptance that learners are able to tackle the same questions using a variety of methods. These approaches rely on mixing skills, ideas and facts; this is done by learners drawing on their personal preferences and the particular question.

All Maths teachers will use the Brompton Hall calculation strategies document as appropriate with groups and individual learners.

Monitoring and Assessment

Formative assessment takes place continuously during every session and student’s individual progress is tracked and monitored. Individual progress and achievement is measured through performance trackers, regular progress tests and shared with parents / learners using the Record of Achievement.

If a student is not making expected progress and areas identified as needing further development; specific interventions and support will be put in place and monitored to support the individual and their learning.

Learners are aware of their progress from oral feedback in lessons and constructive marking. From their feedback learners are aware of their current level of working and the target for the year, as well as knowing the steps they need to make to attain the next level.

Maths teachers should:

be aware of the mathematical techniques used in other subjects and provide assistance and advice to other departments, so that a correct and consistent approach is used in all subjects.

provide information to other subject teachers on appropriate expectations of learners and difficulties likely to be experienced in various age and ability cohorts.

through a cohesive whole school approach, attempt to ensure that learners have appropriate key numeracy skills by the time they are needed for work in other subject areas.

seek opportunities to use topics and examination questions from other subjects in mathematics lessons.